Proceedings of the Vision Zero Summit 2019 12–14 November 2019 Helsinki, Finland

The Vision Zero Summit was held on 12–14 November 2019 in Helsinki Finland, and organized by the Finnish Institute of Occupational Health, with the support of our partners. Vision Zero is a strategy and a holistic mindset. It is continuous improvement of safety, health, and wellbeing at work, not just a numerical goal. This summit focused on discussing different aspects of Vision Zero, taking the Vision Zero thinking and actions to the next level, and sharing best practices and lessons learned. One theme of the Summit was worded as Rethinking Vision Zero, which is a reminder that there are many perspectives to Vision Zero. Vision Zero Summit was one of the side events of Finland’s Presidency of the Council of the EU. One of the Vision Zero Summit’s goal was to provide new ideas and perspectives, as well as strengthen participants professional networks. This Proceedings publication is a compilation of the papers presented on 12–14 November 2019 in the Vision Zero Summit 2019 in Helsinki

The effect of the use of indigenous knowledge-based physics comics of android-based marbles games on verbal representation and critical thinking abilities in physics teaching

This research aims to reveal the effectiveness of the use of an indigenous knowledge-based physics comic of Android-based marbles games on verbal representation and critical thinking abilities. It is a quasi-experiment applying the pretest-posttest control group design. The research sample consists of two classes: the control and experimental classes, each of which consists of 35 students established using the cluster random sampling technique. The effectiveness of the indigenous knowledge-based physics comic of marbles games was analyzed using the quantitative method applying the effect size analysis. The result of the effect size analysis obtained from Cohen’s f in verbal representation ability is 0.11 interpreted as medium effect size and critical thinking ability is 0.43 interpreted as large effect size. This shows that the developed indigenous knowledge-based physics comic of Android-based marbles games in physics teaching gives effects to verbal representation and critical thinking abilities of the students. In other words, the developed comic is effective in improving verbal representation and critical thinking abilitiesPeer Reviewe

Viznotes – Visual Summaries for videos

This project presents a method of visually summarizing TED-like videos called Viznotes. The Viznotes interface provides a structured yet organic summarization of the contents of the video. Derived from the concepts of sketchnoting, this interface provides segments of video represented as a sketch like image with summary of the segments and keywords arranged in a pre-defined template, with certain elements showing chronology and relations. Viznote also provides an interface for navigation of the videos. Further it also enables the user to customize and make a more personal visual summary. Tools like sketching, sketch components, screen image representation etc. help users to leverage additional functionality in note taking

Multimedia Development of English Vocabulary Learning in Primary School

In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability

MC2: MPEG-7 content modelling communities

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel UniversityThe use of multimedia content on the web has grown significantly in recent years. Websites such as Facebook, YouTube and Flickr cater for enormous amounts of multimedia content uploaded by users. This vast amount of multimedia content requires comprehensive content modelling otherwise retrieving relevant content will be challenging. Modelling multimedia content can be an extremely time consuming task that may seem impossible particularly when undertaken by individual users. However, the advent of Web 2.0 and associated communities, such as YouTube and Flickr, has shown that users appear to be more willing to collaborate in order to take on enormous tasks such as multimedia content modelling. Harnessing the power of communities to achieve comprehensive content modelling is the primary focus of this research. The aim of this thesis is to explore collaborative multimedia content modelling and in particular the effectiveness of existing multimedia content modelling tools, taking into account the key development challenges of existing collaborative content modelling research and the associated modelling tools. Four research objectives are pursued in order to achieve this; first, design a user experiment to study users’ tagging behaviour with existing multimedia tagging tools and identify any relationships between such user behaviour; second, design and develop a framework for MPEG-7 content modelling communities based on the results of the experiment; third, implement an online service as a proof of concept of the framework; fourth, validate the framework through the online service during a repeat of the initial user experiment. This research contributes first, a conceptual model of user behaviour visualised as a fuzzy cognitive map and, second, an MPEG-7 framework for multimedia content modelling communities (MC2) and its proof of concept as an online service. The fuzzy cognitive model embodies relationships between user tagging behaviour and context and provides an understanding of user priorities in the description of content features and the relationships that exist between them. The MC2 framework, developed based on the fuzzy cognitive model, is deep-rooted in user content modelling behaviour and content preferences. A proof of concept of the MC2 framework is implemented as an online service in which all metadata is modelled using MPEG-7. The online service is validated, first, empirically with the same group of users and through the same experiment that led to the development of the fuzzy cognitive model and, second, functionally against the folksonomy and MPEG-7 content modelling tools used in the initial experiment. The validation demonstrates that MC2 has the advantages without the shortcomings of existing multimedia tagging tools by harnessing the ease of use of folksonomy tools while producing comprehensive structured metadata.Supported by UK Engineering and Physical Sciences Research Council (EPSRC

Learner-generated comic (lgc): a production model

Recent advancement of authoring tools has fostered widespread interest towards using comics as a Digital Storytelling medium. This technology integrated learning approach is known as Learner-Generated Comic (LGC) production; where learners' knowledge and ideas on various subjects are synthesized in a form of digital educational comic. Despite the prior evidences for the didactic values of LGC production, most scholars do not emphasise on a quality, theoretically supported, and strategic LGC production methodology that accommodate to interrelated key elements and production methods of LGC. As a result, there is a tendency to view LGC production as challenging and impractical. Essentially, there is a lack of conceptual models and methods that comprehensively tailor the crucial theories, elements, techniques, technological, and systematic processes of LGC production. Within this context, this study attempts to propose LGC production model that serves as systematic approach which includes the fundamental components for learners to produce digital educational comics. Therefore, in order to accomplish the main aim, a number of sub objectives are formed: (1) to determine the core components for LGC production model, (2) to construct a systematic LGC production model based on the identified components, (3) to evaluate the proposed LGC production model, and (4) to assess the LGC products developed by the proposed model users. This study adopts the Design Science Research methodology as the framework of the research process. Activities of LGC production model construction include literature review and comparative study, expert consultation, and user participation. The proposed model is evaluated through user experience testing and expert review. Results from hypothesis testing concludes that the proposed LGC production model is significantly perceived as having quality in serving as a guideline for learners to design and develop digital educational comics. It was also found that the proposed model has been well-accepted by local and international experts. In addition, assessment of LGC products developed from the user experience testing has implicated there are significance differences between LGC products developed by the proposed model users and non-users. In conclusion, adoption of a systematic, scholarly grounded, and authenticated LGC production model can contribute to the planning, implementation, and evaluation of Digital Storytelling session that enhance learning experience through LGC design and development

MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL).

Libro completoThe UNESCO UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAOC). This Network was created in line with UNESCO’s mission and objectives, as well as the mandate of UNAOC, to serve as a catalyst and facilitator helping to give impetus to innovative projects aimed at reducing polarization among nations and cultures through mutual partnerships. This UNITWIN Network is composed of universities from different geographical areas: Autonomous University of Barcelona (Spain), University of the West Indies (Jamaica), Cairo University (Egypt), University of Sao Paulo (Brazil), Temple University (USA), Tsinghua University (China), Moulay Ismail University (Morocco), Sidi Mohamed Ben Abdellah University (Morocco), University of Guadalajara (Mexico), Western University (Canada), University of Gothenburg (Sweden), Sorbonne Nouvelle University (France), Punjabi University, Patiala (India), University of the South Pacific (Fiji), University of South Africa (South Africa), Nnamdi Azikiwe University (Nigeria), Ahmadu Bello University (Nigeria), Lagos State University (Nigeria), University of Jors (Nigeria), University of Calabar (Nigeria), Hosei University (Japan), University of Latvia (Latvia), Moscow Pedagogical State University (Russia), Corporación Universitaria Minuto de Dios UNIMINUTO (Colombia), Vytautas Magnus University (Lithuania), MICA (India), University of Campinas (Brazil). The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue. In such a context, a MILID Yearbook series is an important initiative. This MILID Yearbook is a result of a collaboration between UNESCO UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, The Corporación Universitaria Minuto de Dios - UNIMINUTO (Colombia) and the University of Gothenburg (Sweden)

Closing the digital gap: handheld computing, adult first-time users, and a user experience metric model

This thesis assesses the speed of adaptation and adoption of computing systems from an adult first-time user perspective in South Africa, with the aim of determining if it could ultimately lead to the reduction of the existing digital gap. As is evident from the social, educational, and economical gap for some observers, the reality of the existence of the digital gap in South Africa is undeniable. Constant non-targeted progress is made toward addressing imbalances, which seem to be more visible as the number of constant and permanent users is visibly increasing. These observed phenomena are mostly noticed amongst urban, educated, younger, middle-class citizens. The forgotten “missing middle” are left to fend for themselves. These are people who are still outside the digital drive the world is experiencing based on their schooling grade, geographical location, income level, and age. They were not in school when computer literacy was introduced, and they were too poor to teach themselves how to use a computer, too remote to observe the digital drive, and too old to learn from their peers. As citizens, their welfare matters, and when assessing the penetration of ICT in the country, their numbers also matter. One cannot ignore their presence and the difficulties and frustration that they experience when coming into contact with a computing system for the first time. The researcher is of the view that the presence of a computing system may not simply translate to the closure of the digital gap. In other words, people may gain access to a computer, but without computing usability skills or Internet connectivity it may not add value to their daily activities. Closing the digital gap in South Africa can be seen as political propaganda, but the reality is, how do we measure and assess it? It comes down to users, and in this particular case, attention is turned to the “missing middle”, here referred to as the adult first-time user. This is simply someone who is over the age of 18 years, lives in a rural community in South Africa, never completed school, and is using a computer for the first time. The researcher used a handheld tablet system as a tool to assess the participants’ adequacy in terms of the rate at which they complete tasks by developing mathematical equations which were placed together within an assessment metric that was later used to determine user proficiency, as well as their adaptation and user experience in order to determine if the participant can later adopt the device and take advantage of it. By so doing, the metric will comprise variables such as the user movement time, task completion success rate, task completion speed, user satisfaction, user reaction time, user completion rate per activity, time-based efficiency, and the assessment of the level of frustration any adult first-time user may experience while interacting with the system for the first time. The term “digital gap” may not be new to the ICT sphere, but no one has taken the step towards assessing it. The digital gap is no longer the absence of computing systems in many communities but rather the presence of inadequate user experience, which has not been properly measured and documented. The user experience metric (UXM) that was developed in this study provided the researcher with the opportunity to reassess the issue of systems adaptation, adoption, and usability by adult first-time users. This research is particularly driven by sound interaction design principles, user adaptation, and usability and user experiencePh. D. (Information Systems)School of Computin